Dissertation (MA Education)This study assessed the pedagogical strategies for teaching English at the ordinary secondary level at Kasulu District in Tanzania. The study was conducted in six community secondary schools of Kasulu District, involving 3 zonal quality assurers, 1 diploma English tutor and 12 secondary teachers of English. The study used phenomenological design to assess lived experience of teaching English. Socio-cultural Theory was employed in the study to attain the intended objectives and provide the necessary direction of the study. Furthermore, the study used qualitative research approach to generate data for the study through interviews, and observations along with the documentary review. The results of this study suggest that teaching English subject using a proper selection of pedagogical strategies can improve English subject performance among students in community secondary schools. Questions and answers, role-play, Socratic seminar, demonstration, group discussion, debate, guest speaker, lecture, reading and writing across the curriculum, document-based questions and gallery walk were reported as strategies used by teachers to help students understanding form four English topics. However, this study revealed that most of the English teachers use traditional, or both traditional and modern strategies of teaching. Generally, it was concluded that the use of modern pedagogical strategies in the whole process of teaching and learning accelerate best performance in English subject.